GEC 19: Life and Works of Rizal

Course Code and Title:

Term Class Schedule Saturday, BSED MATH IIIA

BICOL UNIVERSITY 2:30 – 5:30 P.M
1 Semester, AY 2020-2021
ST
Legazpi City
Revision Date Co-Requisite/s None
Credit 3 units Prerequisite/s None
Course Placement 2nd semester Type of course Lecture
College: BICOL UNIVERSITY POLANGUI CAMPUS Faculty NOAH R. LOBITAÑA Consultation Sunday 7:30-10:30am
Hours
Department: Technology and Entrepreneurship Department Contact Details nrlobitana@bicol-u.edu.ph DR. MARY JOY B. CATANGUI
Dean/Director
Program: Bachelor of Science in Electronics Technology Department Chair DR. EVELYN R. ALBAO
A world-class university producing leaders and change
Vision Core Values Scholarship, Leadership, Character, Service
agents for social transformation and development
Give professional and technical training, and provide Bicol University commits to continually strive for excellence in instruction, research
advanced and specialized instruction in literature, and extension by meeting the highest level of clientele satisfaction and adhering to
Mission philosophy, the sciences, and arts besides providing for Quality Policy quality standards and applicable statutory and regulatory requirements
the promotion of scientific and technological
researches (RA5521, Section 3.0)
Institutional Learning Outcomes:
1. Every BU graduate should:
2. Demonstrate critical thinking and integrative skills to solve problems and to support lifelong learning;
3. Communicate effectively and appropriately orally and in writing for various purposes with the responsible use ICT tools; 3. Collaborate with
diverse people ethically and with mastery of knowledge and skills in given disciplines; and
4. Create knowledge and innovation to promote inclusive development as well as globalization.

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 College Learning Outcomes:
Graduates of BUPC should:
1. Demonstrate competence in the field of either education, science, health and technology;
2. Contribute knowledge both local and global community through research and development in the field of expertise;
3. Exhibit effective decision making and problem solving skills, being able to utilize relevant information in finding and testing solutions to problem;
4. Demonstrate awareness, knowledge and skills of personal and social responsibilities in actively participating to socio, civic, cultural and environmental
concerns; and
5. Practice high level of work ethics in achieving personal and professional success.

Program Learning Outcomes:

Graduates in BS Electronics Technology can:

a. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological and political contexts
b. Demonstrate mastery of the subject matter/ discipline
c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments
d. Develop innovative curricula, instructional plans, teaching approaches and resources for diverse learners
e. Apply skills in the development and utilization of ICT to promote quality, relevant and sustainable educational practices
f. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes
g. Practice professional and ethical teaching standards sensitive to the local, national and global realities
h. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.

Course Description:

As mandated by Republic Act 1425, this course covers the life and works of the country’s national hero, Jose Rizal. Among the topics covered are Rizal’s
biography and his writings, particularly the novels Noli Me Tangere and El Filibusterismo, some of his essays, and various correspondences.

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Course Learning Outcomes:

Life and Works of

Course Learning Outcomes
Rizal
A. INTELLECTUAL COMPETENCIES (Knowledge)
1. Analyze “texts” (Written, visual, oral, etc.) critically. P
2. Demonstrate proficient and effective communication (speaking, writing and use of new technologies) P
3. Use basic concepts across the domains of knowledge O

4. Demonstrate critical, analytical, and creative thinking. L

5. Apply different analytical modes in problem solving. P

B. PERSONAL AND CIVIC RESPONSIBILITIES (Values)

1. Appreciate the complexity of the human condition. O

2. Interpret the human experience from various perspective. L

3. Examine the contemporary world from both Philippine and global perspective. O

4. Take responsibility for knowing and being Filipino. L

5. Reflect critically on shared concerns. L

6. Generate innovative practices and solutions guided by ethical standards. L

7. Make decisions based on moral; norms and imperatives. P

8. Appreciate various art forms. O

9. Advocate respect for human rights. P

10. Contribute personally and meaningful to the country’s development. P

C. PRACTICAL SKILLS (Skills)

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 1. Work effectively in a group. P

2. Apply computing tools to process information effectively. O

3. Use current technology to assist and facilitate learning and research. O

4. Negotiate the world of technology responsibility. O

5. Create solutions to problems in various fields. P

6. Manage one’s knowledge, skills, and values for responsible and productive living. P

7. Organize one’s self for lifelong learning. L

Legend:
L - Learned
P - Practiced
O - Opportunity to Learn

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Course Outline:

Instructional Instructional Performance Standard Assessment Time

Specific Learning Outcomes Learning Content Delivery Resources Tasks/Outputs Allotment

3 hrs
Describe the process of Introduction to the Course Synchronous Soft copy of the 85% of the students are Student
transitioning an educational a. Transitioning to the New Normal and/or VMGO expected to describe the introductions
setting from traditional face to (Conduct re-profiling and Asynchronous Course guide and process of transitioning Participation in the
face to flexible mode of learning connectivity assessment on the syllabus messenger chat
mode through an educational setting
students enrolled in the course) Short video clip on from traditional face to group Reflection
messenger chat
transitioning to the face to flexible mode of Paper vis-a-vis
Discuss the vision and mission of b. Course Guide and syllabus room, text and
new normal topical
the university, the goals of the (Introduction, expectations to the calls and the learning presentation sent
college and the objectives of the course, expected outcomes, google via google
BSET program in relation to the overview of learning task, how to
classroom classroom
course and its application to the submit outputs and assignments,
ideal attributes of a BU graduate. grading system and references
c. Vision, Mission, Goals and
Objectives (Attributes of a BU
graduate, Leveling of expectations)

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 Explain the history of the Rizal Introduction to the course: R.A 1425 Synchronous Topical 85% of the students are Compare and 3 hrs
Law and its important • Historical background of Rizal and/or Presentations/Learning expected to attain the Contrast the
provisions. Law Asynchronous materials sent via expected learning views of those in
• Context of R.A 1425 mode through google classroom outcomes of the topic favor and
against RA 1425,
messenger chat
considering the
room, text and
context of the
Critically assess the calls and the
1950s.
google
effectiveness of the Rizal
classroom
Course. Reflection paper.

Appraise the link between the The Philippines in the nineteenth Synchronous Topical 85% of the students are Graphic 6 hrs
individual and society. Century as Rizal’s context: and/or Presentations/Learning expected to attain the organizer/table
• The Philippine Settings in Asynchronous materials sent via expected learning mapping the
mode through google classroom/Film outcomes of the topic changes in the
Analyze the various social, the 19th Century.
19th century
political, economic, and cultural • Economic: end of the messenger chat viewing
Philippines,
galleon trade, opening of room, text and
changes that occurred in the categorizing
calls and the
19th century. the Suez Canal, opening of social, political,
google classroom economic, and
ports to the world.
• Social: education, rise of the cultural changes.
Understand Jose Rizal in the
context of his time. Chinese mestizo, rise of the
inquilino Reflection
• Political: Liberalism, impact papers with
of the bourbon reforms and guide questions.
Cadiz Constitution.

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 Rizal’s Life: Family, Childhood Synchronous Topical 85% of the students are Short 3 hrs
Analyze Rizal’s family, and Early Education and/or Presentations/Learning expected to attain the biographical
childhood, and early education. • Timeline of Rizal’s childhood Asynchronous materials sent via expected learning essay that
and Early Education mode through google classroom/Film outcomes of the topic
compare the
• Jose Rizal’s “Memoirs of a messenger chat viewing
Evaluate the people and the student’s early
student in Manila” – Chapter room, text and
events and their influence on childhood with
1. calls and the
Rizal’s early life. google classroom Rizal’s own.

Explain the principle of assimilation Rizal’s Life: Higher Education and Synchronous Topical 85% of the students are 6 hrs
advocated by the Propaganda life abroad. and/or Presentations/Learning expected to attain the Written document
Movement. Asynchronous materials sent via expected learning analysis
• Rizal’s education at the
mode through google classroom outcomes of the topic worksheet.
Ateneo Municipal.
messenger chat
• Rizal’s education at the
Appraise Rizal’s relationship with room, text and
University of Santo Tomas. Reflection Paper
other Propagandists. calls and the
• Rizal’s life in abroad. sent via google
google classroom classroom at the
Analyze Rizal’s growth as a • The Propaganda Movement.
end of the session
Propagandist and disavowal of
assimilation.

Rizal’s Life: Exile, Trial, and Synchronous Topical 85% of the students are Reflection Paper 3 hrs
Analyze the factors that led to Death. and/or Presentations/Learning expected to attain the sent via google
Asynchronous materials sent via expected learning classroom at the
Rizal’s execution. • Rizal’s last years covering
mode through google classroom outcomes of the topic end of the session
his exile, trial and death.
messenger chat
Analyze the effects of Rizal’s • Rizal’s last letter to family
room, text and
execution on Spanish colonial members and Blumentritt.
rule and the Philippine • The La Liga Filipina
Revolution.

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 calls and the Integrative paper
google classroom at the end of the
course

MID – TERM EXAMINATION 3 hrs

Annotations of Antonio Morga’s

Analyze Rizal’s ideas on how to Sucesos de las Islas Filipinas. Synchronous Topical 85% of the students are Reaction paper on
rewrite Philippine history. and/or Presentations/Lea expected to attain the Antonio Morga’s
• Rizal’s annotation of
Asynchronous rning materials sent via expected learning Sucesos de las 6 hrs
Antonio Morga’s Sucesos Islas Filipinas.
Compare and contrast Rizal and mode google classroom outcomes of the topic
delas Islas Filipinas.
Morga’s different views about through
• Antonio Morga’s Sucesos de Reflection Paper
Filipinos and Philippine culture. messenger
las Islas Filipinas. sent via google
chat room, classroom at the
• “A legacy of the text and calls end of the session
propaganda: The Tripartite and the
View of Philippine History.” google
By Zeus Salazar. classroom
• Views of Rizal and Morga on
Filipino culture.
Noli Me Tangere Topical
Appraise important characters in • Rizal’s representation of the Synchronous Presentations/Lea 85% of the students are Reflection Paper
the novel and what they represent. and/or rning materials sent via expected to attain the sent via google
conditions and problems of
Asynchronous google classroom expected learning classroom at the 3 hrs
the Philippine society in end of the session
mode through outcomes of the topic
the19th Century in the novel
Examine the present Philippine messenger chat
“Noli Me Tanghere”.
situation through the examples room, text and
mentioned in the Noli Me Tangere. • Noli Me Tanghere: The major calls and the
plot, themes, characters, and google classroom
ideas.
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 El Filibusterismo Synchronous Topical
Compare and contrast the • Background of the and/or Presentations/Lea 85% of the students are Graphic organizer:
characters, plot, and theme of the publication of the El Asynchronous rning materials sent via expected to attain the Compare and
Noli and the El Fili. mode through google classroom expected learning contrast, andshow 6 hrs
Filibusterismo.
messenger chat outcomes of the topic continuities
• Major plot, themes, and/or changes in
Value the role of the youth in the characters, and ideas in the room, text and
Rizal’s ideas
development and future of society. novel. calls and the
expressed in the
• Differences between Noli google classroom Noli and El Fili.
and El Fili.
Reflection Paper
sent via google
classroom at the
end of the session
The Philippines: A Century Hence Synchronous Topical
Assess Rizal’s writings. • Letter to the women of and/or Presentations/Lea 85% of the students are Essay writing:
Asynchronous rning materials sent via expected to attain the Write a response
Malolos
Appraise the value of mode through google classroom expected learning to Jose Rizal with 3 hrs
• The Indolence of the the students
understanding the past. messenger chat outcomes of the topic
Filipinos situating
room, text and
themselves a
Frame arguments based on calls and the
century after
evidence. google classroom Rizal’s time./Give
a virtual speech
that will serve as a
response to Rizal.

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 Examine the values highlightened Jose Rizal and Philippine Synchronous Topical
by the various representations of Nationalism – Bayani ang and/or Presentations/Lea 85% of the students are
Rizal as a national symbol. Asynchronous rning materials sent via expected to attain the Essay writing
Kabayanihan.
mode through google classroom expected learning about particular 6 hrs
• Changing forms and
Advocate the values Rizal’s life messenger chat outcomes of the topic value Rizal
definitions of bayani and advocated.
encapsulates. room, text and
kabayanihan from
calls and the
precolonial Philippines to A visual
google classroom
present. representation of
Jose Rizal and Philippine their own
definition of a
Nationalism – National Symbol.
hero through
• Criteria for National heroes poster making.
as determined by the National
Heroes Committee. (E.O No. 75 s.
1993)
• Virtual tour in Rizal shrine,
Fort Santiago and Dapitan
Shrine.
Final Examination 3 hrs

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Course Requirements:

Type of Requirements Specific Requirements Modality of Submission Due Date

Reflection Papers Online via google classroom One week after the topical presentation was
Tests and Examinations Reaction Papers discussed and uploaded
Position Papers
Midterm Examination Online via google classroom
Final Examination Online via google classroom
Class Presentation Topical Presentation Online via Google Meet As scheduled

Course Assessment:
System of Computing Grades

The assessment that will be used is categorized into two: formative and summative. For the formative assessment, you will encounter Self-
Assessment quizzes in every module that are intended to aid you in learning and validate your gained knowledge in each lesson; this will not be
recorded or graded.
Summative assessment will all be graded; it will be in three (3) forms:
First are the activities at the end of each module, which will be graded on weekly basis. This will serve as an immediate feedback mechanism
for you to know if you need to go back to the previous module/lesson.
Second are the Major Outputs per term (one for midterm, and another for final term). The details of each major output will be discussed on the
first day of each term and can be accessed on the course site.
Third are the Major Exams per term (Midterm and Final Examination). The major exams scheduled online examinations (See Course Schedule).
Details will be given during classes and will be available in the course site.

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 Rubrics will be used for the evaluation of your outputs whenever applicable.
To be used for essay-type outputs (reaction paper, position paper, analysis paper, essay exams, etc.)
Criteria Percent
A. Content
Addresses the question / topic and all its parts thoroughly.
30 %
Incorporates relevant course content into the responses
Gives answer to the entire question / topic, not just part of it.
B. Understanding and Application
Demonstrates deep understanding of course theories and ideas
Provides meaningful elaboration 40%
Provides specific information / examples for better understanding (Be sure to say exactly what you mean. It is
insufficient to hint or suggest your meaning.)
C. Structure and Grammar
Response is well organized and clearly written. 30 %
(Poor word choice and poor grammar can confuse meaning)
TOTAL 100%

As indicated in the course syllabus, your course performance will be evaluated based on the following criteria:
CLASS STANDING - 30%
• Recitation
• Activity/Work sheets -
ORAL REPORT 15%
• Position Paper
• Reaction Paper
PROJECT - 25%
• Compilation/Portfolio of outputs
MID – TERM/ FINAL EXAMINATIONS - 30%
100%
System of Computing Grades:
Midterm Grade 30%
Tentative Grade 70%
TOTAL 100%
Final Grade = 1/3 (Midterm Grade) + 2/3 (Tentative Grade) =100%

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References:
THE LIFE AND WORKS OF RIZAL Required Readings and Other Materials
Coates, Austin. Rizal: Filipino Nationalist and Martyr. Hongkong: Oxford University Press, Quezon City: Malaya Books, 1969
Rizal, Jose. El Filibusteösmo (Translation by Virgilio Almario or Soledad Lacson-Locsin)
Rizal, Jose. Noli me tangere (Translation by Virgilio Almario or Soledad Lacson-Locsin)
Rizal, Jose. Historical events of the Philippines Islands by Dr. Antonio de Morga, published in Mexico in 1609, recently brought to
light and annotated by Jose Rizal, preceded by a prologue by Dr. Ferdinand Blumentritt. Manila: Jose Rizal National
Centennial Commission, 1962.
Rizal, Jose. "The Philippines a Century Hence" In La Solidaridad

THE LIFE AND WORKS OF RIZAL Suggested Readings and References

Almario. Virgilio. Si Rizal: Nobelista. Quezon City: University of the Philippines Press, 2008.
Anderson, Benedict Why Counting Counts: A Study of Forms of Consciousness and Problems of Language in Noli Me Tangere
and El Filibusterismo. Quezon City: Ateneo de Manila University Press, 2008.
Chua, Apolonio Bayani and Patricia Melendrez Cruz. Himalay ni Rizal. Manila: Sentrong Pangkultura ng Pilipinas, 1991 Constantino, Renato. The Making of a Filipino:
A Story of Philippine Colonial Politics. Quezon City: R. Constantino, 1982.
Constantino, Renato. "Our task: to make Rizal obsolete" in This Week, Manila Chronicle (June 14, 1959).
Eugenio, Damiana. Philippine folk literature: The Epics. Quezon City: University of the Philippines Press, 2001 Daroy, Petronilo at Dolores Feria. Contrary Essays.
Quezon City: Guro Books, 1968.
Diestro, Dwight David et al. Talambuhay at Lipunan: Si Heneral Paciano Rizal sa Kasaysayang Pilipino. University of the
Philippines Los Bahos Sentro ng Wikang Filipino. 2006
Fast, Jonathan at Jim Richardson. Roots of Dependency: Political and Economic Revolution in the 19th Century Philippines.
Quezon City: Foundation for Nationalist Studies, 1979.
Guerrero, Leon Ma. The First Filipino: A Biography of Rizal. Manila: National Heroes Commission, 1963.
Guillermo, Ramon G. "Si Rizal at ang Kanyang Konsepto ng Kabayanihan sa kanyang Liham sa mga Kababaihan ng Malolos" sa
Diliman Review Tomo 45, Bilang 2-3, 1997, pp. 26-29
Haul Caroline S. Necessary Fictions: Philippine Literature and the Nation, 1946—1980. Quezon City: Ateneo de Manila University
Press, 2000.
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Ileto, Reynaldo. "Rizal and the Underside of Philippine History" In Filipinos and their Revolution: Event, Discourse, and
Historiography. Quezon City: Ateneo de Manila University Press, 1998.
Iteto, Reynaldo. Pasyon and Revolution: Popular Movements in the Philippines, 1840-1910. Quezon City: Ateneo de Manila
University Press, 1979.
Joaquin, Nick. A Question of Heroes. Pasig: Anvil, 2005.
Lahiri, Smitha. "Writer, hero, myth, and spirit: The changing image of Jose Rizal." Cornell University papers on Southeast Asia.
Laurel, Jose B. Jr. "The Trials of the Rizal Bill," Historical Bulletin vol. 4, no. 2 (1960).
Nolascot Ricardo Ma. D. "Pinagmulan ng Salitang Bayani" sa Diliman Review, Tomo 45, Bilang 2-3, 1997, pp. 14-18.
Ocampo, Ambeth. "Rizal's Morga and views of Philippine History" in Philippine Studies vol 46 no. 2 (1998).
Ocampot Ambeth. Rizal Without the Overcoat. Pasig City: Anvil Publishing Inc. 1990.
Quibuyen, Floro C. A Nation Aborted: Rizal, American Hegemony and Philippine Nationalism. Quezon City: Ateneo de Manila
University Press. 1990
Revel, Nicole, ed. Literature of voice: Epics in the Philippines. Quezon City: Ateneo de Manila University Press, 2005.
Reyes, Miguel Paolo. "El Filibusterismo and Jose Rizal as 'Science Fictionist'" in Humanities Diliman vol. 10 no. 2 (2013).
Rizal, Jose. The Indolence of the Filipinos
Rizal, Jose. Letter to the Young Women of Malolos
Salazar, Zeus A. Bayani Bilang Isang Sakripisyo. 1997.
Salazar, Zeus A. A Legacy of the Propaganda: The Tripartite View of Philippine History. Nasa Kasaysayan at Kamalayan. Lunsod
Quezon: Limbagang Pangkasaysayan. 1998.
Salazar, Zeus A. "Si Andres Bonifacio at ang Kabayanihan Pilipino," Bagong Kasaysayan. Mga Pag-aaral sa Kasaysayan ng
Pilipinas. Lunsod Quezon: Palimbagang Kalawakan. 1999
Schumacher, John. "Rizal in the Context of the 19th Century Philippines" in The Making of a Nation: Essays on Nineteenth-Century
Filipino Nationalism. Quezon City: Ateneo de Manila University Press, 1991
Schumacher, John. The Propaganda Movement, 1880-1885: The Creation of a Filipino Consciousness, The Making of a
Revolution. Quezon City: Ateneo de Manila University Press, 1997.
Schumacher, John. "The Rizal Bill of 1956: Horacio de la Costa and the Bishops," Philippine Studies 59 no. 4 (201 1).
Sztompka, Piotr. "Great Individuals as Agencies of Change" in The Sociology of Social Change. United States: Wiley, 1993.
Wickberg, Edgar. The Chinese in Philippine Life, 1850-1898. Quezon City: Ateneo de Manila University Press, 1965.
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Yabes, Leopoldo. Jose Rizal on his Centenary. Quezon City: University of the Philippines. 1963.
Zaide, Gregorio at Sonia Zaide. Jose Rizal: Buhay, Mga Ginawa at mga Sinulat ng Isang Henyo, Manunu/at, Siyentipiko at
Pambansang Bayanl Quezon City. All Nations Publishing Co. Inc., 1997.

Course Policies

The policies listed below may change throughout the semester, depending on the country’s health situation and other concerns. Students are responsible for learning
about these changes. Announcements shall be posted on the course site.

Ethical Policies:
Students are expected to act with decorum in communicating with the teacher and classmates either one-on-one or in the discussion boards. Proper netiquette is
expected. For more information, see 10 Netiquette Guidelines Online Students Need to Know.

Academic Integrity Policy:

Plagiarism shall not be tolerated. Students caught submitting papers copied from others and presenting them as their own shall be given a failing grade. For more
information, see: What is Plagiarism?

Policies on Absences and Tardiness:

As we are currently using the distance mode of education, there are no physical classes unless the university administration finds it safe already to have classroom
lectures. For the meantime, we shall study both synchronously and asynchronously so attendance will not be given rating. Hence, for purposes of documentation, a
google form will be sent minutes before the start of synchronous class for monitoring of participants. However, there shall be point deductions for tardy submissions
of requirements.

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Language of Instruction:
Given the nature of our course, the language of instruction is English. Filipino may be used with the permission of the teacher from time to time. Bikol is discouraged
because students come from various provinces with different dialects.
Use of the Learning Management System:
The class shall use the google classroom as its learning management system. A messenger chat group will also be used for dissemination of information and
announcements.
Use of Mobile Phones and Gadgets:
Since we are using the distance mode of learning, students are expected to have the necessary gadgets to access course materials. They shall inform the teacher if
they have problems accessing the course site. He can be reached at nrlobitana@bicol-u.edu.ph
Special/Make-Up Quiz/Examinations/Work:
Special examinations will be given on a case-to-case basis. Students shall inform the course facilitator if they cannot submit the requirements as prescribed.
Accommodations:
Since the entire world is dealing with a pandemic, accommodation shall be extended to those who may not be able to access the course site regularly or submit
requirements on time. Students should contact the teacher for specific concerns that may affect their academic performance.
Statement on Student Wellness:
Student wellness shall be our utmost priority. If in any case a course requirement will impact the health of a student, he or she must inform the teacher immediately.
Advising and Support:
Students may contact the teacher anytime for advising and support. The use of BU email is recommended, but students without internet connection may send text
messages. The course facilitator will strive to reply to concerns promptly, but there may be instances when replies may take some time. This can happen when queries
are sent in the middle of the night or during weekends.

Prepared by: Reviewed by: Approved:

NOAH R. LOBITAÑA DR. EDEN M.LLAMERA DR. MARY JOY B. CATANGUI

Course Facilitator Dept. Chairman, Technology and Entrepreneurship Department Dean

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